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SECONDARY  EDUCATION 
IN  CALIFORNIA 


A    MONOGRAPH 


BY   J.   B.    M9CHESNEY 


BY 


PUBLISHED 

DEPARTMENT  OF   EDUCATION 
CALIFORNIA  LOUISIANA  PURCHASE   EXPOSITION 

COMMISSION 
SAN  FRANCISCO,  CAL.,  1904 


y 


Secondary  Education  in  California 


By  J.  B.  MCCHESNEY 


Mission  High  School  Building,  San  Francisco 


Secondary  Education  in  California 


By  J.  B.  MCCHESNEY 


Secondary  education  received  scant  attention  during  the  early  his- 
tory of  California  lor  two  obvious  reasons.  First,  the  population  was 
C<MI) posed  almost  entirely  of  men  who  came  to  the  State  for  the  purpose 
of  engaging  in  gold  mining,  intending  as  soon  as  their  fortunes  were 
made  to  return  to  their  homes  and  families.  They  had  no  immediate! 
use  for  schools  of  any  kind,,  and  they  gave  little  thought  to  provisions 
for  their  organization  and  maintenance.  Secondly,  the  State  was 
sparsely  populated  except  in  the  mining  camps,  where  for  several  years 
it  was.  difficult  to  carry  on  schools  of  a  primary  grade  for  more  than 
three  or  four  months  in  a  year.  Fortune  hunting  was  the  supreme  intent 
of  the  early  Californians;  all  other  interests  in  which  civilized  society  is 
supposed  to  he  concerned  were,  for  the  time  being,  held  in  abeyance. 

However,  (lie  makers  of  the  first  Constitution  realized  that  an  instru- 
ment of  that  kind  would  be  incomplete  without  some  provision  being 
made  for  education,  and  consequently,  we  find  Article  IX,  Section  3, 
reading  as  follows : 

"The  Legislature  shall  provide  for  a  system  of  schools  by  which  a 
school  shall  he  kept  up  and  supported  in  each  district  at  least  three 
months  in  each  year,  and  any  school  district  neglecting  to  keep  up  and 
support  such  a  school  may  be  deprived  of  its  proportion  of  the  interest 
of  the  public  fund  during  such  neglect." 

The  expression  "system  of  schools"  is  somewhat  indefinite.  Air  any 
rate,  it  rested  with  the  Legislature  to  determine  the  grades  of  schools 
which  they  might  constitutionally  provide  for.  In  the  proceedings  of 
the  Legislature  of  1851,  Article  II,  Section  5,  we  find  the  following: 

"Not  less  than  GO  per  cent  of  the  amount  paid  each  district  shall  be 
<'xpcnded  in  teachers'  salaries;  the  balance  niav.  at  the  discretion  of  the 

3  6  380 


district,  be  expended  in  building  or  repairing  school  houses,  purchasing 
a  library  or  apparatus  or  for  tlic  support  of  a  liiyli  sclinol."  Thus  \vc 
see  that  as  early  as  1851  legislative  provision  was  made  for  the  support 
of  a  high  school. 

But  as  far  as  I  have  been  able  to  learn,  no  high  school  was  organized 
as  a  result  of  this  permission.  In  fact,  there  were  no  pupils  of  sufficient 
•scholastic  attainments  to  form  a  class,  or  if  there  were,  the  "diggings'* 
had  such  superior  attractions  that  a  school  of  any  kind  received  litttlc  or 
no  consideration. 

The  next  Legislature,  that  of  1852,  enacted  a  new  school  law,  making 
no  mention  of  high  schools.  Whether  the  members  thought  that  the 
time  was  not  yet  ripe  for  such  schools,  or  whether  they  considered  that, 
the  entire  school  fund  should  be  devoted  to  elementary  instruction,  1 
am  unable  to  state. 

In  1855  the  school  law  was  enacted  for  a  third  time  under  the  fol- 
lowing title:  "Act  to  establish,  support  and  regulate  common  schools 
and  to  repeal  former  Acts  concerning  the  same."  Section  17  defined 
the  duties  and  powers  of  district  trustees  as  follows: 

"They  may  cause  the  common  schools  within  their  respective  juris- 
dictions to  be  divided  into  Primary,  Grammar  and  High  School  Depart- 
ments, and  to  employ  competent  teachers  for  the  instruction  of  the  dif- 
ferent departments,  whenever  they  may  deem  such  division  advisable, 
provided,  there  be  sufficient  means  for  all  such  departments,  and  if  not, 
then  in  the  'order  in  which  they  are  herein  named,  the  primary  school 
having  preference." 

This  Act  remained  undisturbed  on  the  statute  boooks  for  eight  years, 
and  during  this  period  the  first  permanent  high  'schools  of  California 
were  established.  The  San  Francisco  High  School  was  organized  in 
January,  1858,  being  the  first  in  California.  It  was  attended  by  both 
*e-\c<.  and  deservedly  enjoyed  a  high  reputation. 

V  The  'school  records  of  this  period  are  exceedingly  meager,  thus 
making  it  difficult  to  collect  accurate  data  concerning  actual  work  done 
in  secondary  education.  Then,  too,  the  term  "high  school"  was  vaguely 
<  used,  there  being  no  recognized  authority  to  place  a  line  of  demarcation 
between  advanced  grammar  grades  and  high  school  grades  proper.  Pre- 
vious to  the  formal  organization  of  a  high  school  in  San  Francisco  in 
January,  1858,  a  class  of  advanced  grammar  school  pupils  was  main- 
tained. The  school  authorities  of  San  Francisco  did  not  call  thi>  a 
high  school,  although  it  is  quite  probable  that  distinctively  high  school 
brandies  were  taught./ 

About  this  time  a  high  school  was  commenced  in  Sacra niejito  and 
another  in  Marysville,  but  in  the  annual  report  of  the  State  Superintend- 


ent  for  1860  but  two  liigh  schools  are  recognized,,  one  in  San  Francisco 
and  one  in  Sacramento. 

v^  During  the  decade  commencing  with  1860  an  increased  interest  in 
secondary  education  was  manifested  in  California.  In  November,  isii'j. 
a  hi<rh  school  was  organized  in  Nevada  City,  and  at  about  the  same  time 
another  in  (lra.->  Valley,  but  four  miles  distant.  These  towns  were  at 
that  time  the  largest  and  most  thriving  mining  towns  in  the  State. 
Thev  were  the  centers  of  trade  for  an  extensive  area  occupied  by  valuable 
quart/  mines  and  deep  placer  diggings.  The  inhabitants  were  prosper- 
ous and  they  were  desirous  that  their  growing  families  should  enjoy  the 
best  educational  privileges  possible.  At  this  time  the  influence  of  the 
mining  counties  predominated  in  State  affairs,  as  they  possessed  both 
the  wealth  and  a  large  majority  of  the  voting  population. 

The  great  valley  extending  fr,om  the  Tehachapi  Mountains  on  the 
south  to  the  town  of  Redding  on  the  north  afforded  only  a  rich  feeeding 
ground  for  immense  numbers  of  cattle  and  sheep.  Calif ornians  had  not 
vet.  learned  the  wonderful  possibilities  of  this  vast  area  for  the  produe-  -  . 
tion  of  grain  and  fruit.  The  State  was  a  mining  State;  the  new  arrivals  }A** 
looked  to  the  mines  for  investment  and  as  a  field  for  operation.  The 
representatives  of  the  so-called  "cow  counties"  were  unwilling  that  the 
more  prosperous  mining  counties  should  dictate  a  system1  of  common 
schools  which  would  give  them  an  undue  share  of  the  school  funds.  High 
schools  could  exist  in  thickly  settled  communities  only,  and  these  were 
not  found  outside  the  cities  except  in  the  mining  counties.  This  accounts 
for  the  fact  that  until  the  close  of  this  decade  the  high  schools  of  Califor- 
nia were  confined  to  the  larger  cities  and  towns. 

But  the  dawning  of  the  next  decade  witnessed  a  change.  The  gold 
mines,  which  required  little  or  no  capital  for  their  operation,  were  mostly 
worked  out,  and  thus  men  of  small  means  were  compelled  to  turn  their 
attention  to  other  pursuits.  Vast  areas  which  early  Californians  consid- 
ered worthless  were  found  to  be  capable  of  sustaining  unlimited  grain 
fields  and  orchards,  and  as  a  result,  the  land  was  taken  up,  trees  and 
vines  were  planted,  and  California  soon  became  noted  for  its  broad  fields 
of  u'rain  and  extensive  vineyards. 

Thriving  villages  sprang  into  existence  all  through  the  State;  the 
despised  "cow  counties''  so  increased  in  population  that  they  soon  con- 
trolled State  legislation.  This  meant  among  other  matters  that  the 
common  school  system  must  be  acceptable  to  them,  and  as  their  centers 
of  population  were  only  in  the  formative  period  they  had  no  use  for 
high  schools.  The  primary  and  grammar  grades  satisfied  all  their  needs. 
To  keep  these  open  the  requisite  number  of  months  each  year  in  order  to 


G 

draw  their  share  of  the  public  funds  imposed  a  burden  which  they  were 
scarcely  able  to  bear. 

In  a  general  way,  it  may  be  stated  that  the  decade  from  1870  to  ISSf) 
witnessed  a  gradual  preponderance  of  population  in  the  agricultural 
counties  over  the  mining  Bounties,  and  with  this  went  a  corresponding 
influence  in  State  affairs^  But  this  decade  was  not  prolific  in  the  organ- 
ization of  new  high  schools.  One  was  opened  in  Oakland  in  18(59,  one  in 
Los/Angeles  in  1871 ;  San  Jose  and  Vallejo  followed  soon  after. 
A/  L/*  *  On  the  whole,  it  may  be  stated  that  California  did  but  little  for  the 
cause  of  secondary  education  during  the  first  thirty  years  of  her  history. 
,  I  This  can  be  said,  however,  although  the  high  schools  were  limited  in 
number,  they  were  excellent  in  quality.  The  teachers  employed  in  them 
were  men  and  women  of  superior  ability  and  devoted  to  their  profession. 
Their  schools  took  a  deservedly  high  rank,  and  in  their  courses  of  study 
and  in  their  methods  of  teaching  they  were  befitting  models  for  the 
high  schools  which  were  to  follow.  This  is  all  the  more  remarkable  be- 
cause the  manner  in  which  high  school  certificates  were  issued  was  some- 
what lax,  or  perhaps,  to  state  it  more  accurately,  the  rigorous  and  search- 
ing methods  which  afterwards  prevailed  were  not  used.  Ar 

It  would  be  interesting  at  this  point  to  give  a  careful  analysis  of  the 
social  and  political  conditions  which  prevailed  in  California  during  the 
decade  above  referred  to  because  of  the  predominating  influence  these 
conditions  had  upon  the  cause  of  secondary  education.  A  complete  dis- 
cussion of  this  most  interesting  problem  would  lead  me  far  astray,  and 
I  must  content  myself  by  a  few  bald  statements  which  I  think  a  care ful 
discussion  would  confirm. 

Many  of  the  early  Californians  were  men  of  broad  views.  Their 
investments  were  in  the  mines,  and  from  them  they  obtained  their  wealth. 
Gold  was  an  expensive  commodity  and  not  suitable  for  making  exact 
change;  early  Californians  became  indifferent  to  small  coins  and  would 
not  use  them  in  their  business  transactions;  their  views  of  affairs  gener- 
ally were  expanded,  and  it  may  be  said  that  they  despised  the  dav  of 
small  things.  All  this  had  its  influence  upon  the  character  of  the  in- 
dividual, and  thus  upon  the  community  as  a  whole. 

This  state  of  affairs  might  do  if  the  mines  held  out  and  the  poor 
as  well  as  the  rich  could  avail  themselves  of  their  use.  But*  a  change 
came;  the  cry  was  spread  abroad  that  the  mines  were  worked  out;  men 
must  adapt  themselves  to  new  conditions,  must  seek  new  fields  of  labor. 
Many  engaged  in  agricultural  pursuits,  where  the  labor  was  severe  and 
the  results  doubtful.  To  give  up  the  expensive  habits  of  the  miner  and 
to  adopt  the  frugal  ways  of  the  farmer  was  a  difficult  lesson  for  the  Cal- 
ifornians of  this  decade.  But  some  learned  it;  others,  however,  did  not. 


They  became  restless,  fault-finding  and  envious  of  those  more  fortunate. 
Labor  and  capital  became  antagonistic,  and  a  general  condition  of  unrest 
prevailed  throughout  the  State.  Agitators  harangued  crowds  gathered 
on  vacant  lots  in  San  Francisco;  they  were  exhorted  to  down  the  aristo- 
crats and  demand  a  more  equitable  division  of  wealth.  This  agitation 
spread  throughout  the  State,  and  as  a  result  of  it  all  a  constitutional 
convention  was  called,  a  new  constitution  drafted  and  finally  adopted 
by  a  popular  vote  of  the  people. 

The  new  constitution  was  a  child  of  the  transitional  period  and  con- 
sequent ly  some  of  its  sections  were  unwise,  if  not  unjust.  Its  provisions 
were  presented  and  discussed  by  men  laboring  under  strong  prejudices. 
During  the  decade'there  had  been  a  growing  depression  among  working- 
men  throughout  the  State.  The  trouble  was  considerably  augmented 
by  a  large  immigration  of  Chines^.,  who  by  their  industrious,  plodding- 
ways  and  their  readiness  to  work  for  small  wages  created  a  violent  an- 
tagonism toward  them  among  white  laborers.  A  new  political  party 
was  organized  called  the  Workingmen's  Party,  with  a  platform  which 
appealed,  to  class  prejudice  and  which  was  particularly  opposed  to 
Chinese  laborers  and  those  who  employed  them.  It  may  readily  be  un- 
derstood that  a  constitutional  convention,  called  at  a  time  of  unusual 
industrial  depression,  would  reflect  in  its  discussions  and  conclusions  the 
general  trend  of  public  thought.  Then,  as  ever  before,  it  was  thought 
that  constitutional  provisions  and  legislative  enactments  would  remedy 
conditions  which  could  only  be  reached  by  changing  the  thought  and 

/irpose  of  the  people. 
Previous  to  the  meeting  of  the  Constitutional  Convention,  in  October, 
lJW§2_i«con<fory _ education  had  received  little  encouragement  from  the 
people  of  California.  The  legislative  enactment  of  1855  provided  for 
primary,  grammar  and  high  school  departments,  but  the  primary  and 
grammar  schools  must  receive  the  first  consideration;  then,  if  funds 
remained  in  the  treasury,  they  might  be  appropriated  to  the  support 
of  a  high  school.  But.  as  we  have  already  shown,  this  provision,  although 
remaining  substantially  unchanged  until  1872,  did  not  actively  encourage 
the  cause  of  secondary  education.  On  the  contrary,  the  system  of  issuing 
teachers'  certificates  at  this  time  rendered  it  next  to  impossible  to  obtain 
a  high  school  certificate  except  from  City  Boards  of  Education;  these 
might  be  recognized  bv  County  Boards  of  Examination  or  not,  as  they 
saw  fit. 

When  all  these  conditions  are  full}'  realized,  one  can  readily  under- 
stand that  the  friends  and  active  promoters  of  secondary  education  looked 
forward  to  the  action  of  the  Constitutional  Convention  with  intense 
interest,  and  also  with  considerable  anxiety.  They  had  not  met  with 


8 

disappointments  and  rebuffs  time  and  again  without  a  pretty  intimate* 
knowledge  of  the  general  trend  of  public  sentiment  toward  the  cause 
they  held  so  dear,  and  so,  while  they  hoped,  they  also  feared.  They  had 
experienced  apathy,  indifference  and  open  hostility,  but  all  this  would  be 
forgotten  if  the  new  constitution  would  recognize  the  high  school  and 
make  it  an  integral  part  of  the  State  system  of  schools. 

Space  forbids  my  entering  upon  a  detailed  account  of  the  labors  of 
this  convention  or  of  the  discussions  which  took  place  concerning  an 
educational  system  for  California. 

The  subject  received  careful  attention  by  men  of  large  experience  in 
statecraft — men  who  had  an  unbounded  faith  in  the  future  greatness 
of  California  and  were  animated  by  a  desire  to  formulate  the  best  con- 
stitution possible. 

The  final  result  of  these  discussions  providing  for  high  schools  was 
embodied  in  Article  IX,  Section  6,  which  reads  as  follows: 

"The  public  school  system  shall  include  primary  and  grammar  schools 
and  such  high  schools,  evening  schools,  normal  schools  and  technical 
schools'  as  may  be  established  by  the  Legislature  or  by  municipal  or  dis- 
trict authority;  but  the  entire  revenue  derived  from  the  State  school 
fund  and  the  State  school  tax  shall  be  applied  exclusively  to  the  support 
of  primary  and  grammar  grades." 

It  will  thus  be  seen  that  by  the  adoption  of  the  new  constitution  by 
the  people  of  the  State,  high  schools  could  not  become  a  part  of  the  State 
system  of  schools.  It  is  true,  the  Legislature  might  establish  them,  but 
no  one  believed  that  any  Legislature  would  pass  an  act  so  opposed  to 
our  democratic  principles  as  to  require  a  community  to  support  a  high 
schoool  contrary  to  the  wishes  of  its  people.  It  would  be  puttting  Hie 
ease  very  mildly  to  say  that  the  friends  of  secondary  education  were 
terribly  disappointed.  They  believed  that  the  public  sentiment  of  the 
State  was  prepared  to  make  high  schools  an  integral  part  of  the  school 
svstem,  and  to  bestow  upon  them  a  generous  portion  of  the  school  funds 
of  the  State.  But  the  die  was  cast;  high  schools  must  get  on  in  the 
future,  as  in  the  past,  by  the  sole  support  of  municipal  or  local  taxation. 

As  one  reviews  the  history  of  education  in  California  for  the  quarter 
of  a  century  that  has  elapsed  since  the  adoption  of  the  new  constitution 
he  is  inclined  to  take  a  more  moderate  view  than  high  school  men  enter- 
tained at  that  time.  That  Section  6  of  Article  IX  expressed  the  honest 
and  mature  convictions  of  a  majority  of  the  framers  of  the  constitution 
no  one  has  ever  denied.  Whether  they  were  mistaken  or  not  remained 
for  corning  years  of  experience  to  determine.  When  the  new  Constitution 
became  operative  nearly,  if  not  quite,  all  the  cities  and  larger  towns 
had  organized  high  schools  and  were  supporting  them  by  local  taxation, 


I 


9 

and  they  continued  to  do  so  after  they  learned  that  tlie  Stale  funds  could 
not  IM-  u<ed  to  assist  them.  Sometimes  a  cause  is  benefited  by  simply 
see  uring  the  attention  of  the  public.  If  it  can  only  get  itself  squarely 
he I'o re  the  public  eye.  can  get  the  people  to  thinking  about  it  and  talking 
about  it.  then,  if  the  cause  possess  merit,  the  public  will  not  only  discern 
it.  but  espouse  it  by  voice  and  action.  The  high  schools  of  the  State 
oeciipied  a  position  somewhat  similar  to  this  during  the  first  years  of  the 
new  Constitution.  The  attention  of  the  public  was  early  directed  to  the 
situation  and  each  community  found  that  if  it  was  to  enjoy  the  advan- 
tages of  a  high  school  it  must  support  it.  This  led  to  an  investigation 
of  the  benefits  which  the  community  would  gain,  to  making  inquiries  of 
those  who  already  enjoyed  tlie  privileges  of  a  high  school,  and  in  a  gen- 
eral way  to  obtaining  an  intelligent  view  of  the  situation.  As  a  result 
of  it  all  the  cause  of  secondary  education  did  not  suffer.  No  high  school 
was  discontinued;  on  the  contrary^-new  ones  were  organized  in  many  of 
the  growing  districts  of  the  State.  And  more  than  all  this,  as  public 
attention  was  directed  toward  them,  the  grade  of  the  high  schools  was 
raised,  an  element  of  competition  between  different  communities  was 
introduced  and  improved  methods  of  teaching  were  employed.  Vciie  • 
high'  school  took  a  prominent  place  on  the  programs  of  the  county  insti- 
tutes and  at  the  meetings  of  the  State  Assoeiat  ion  of  Teachers  special 
sections  were  devoted  _tQ__seeondarv  schools,  in  which  discussions  were1 
held  on  all  matters  pertaining  to  their  condition  and  needs.  University 
professors  and  prominent  educators  from  other  States  took  a  prominent 
part  in  these  meetings  and  imparted  a  new  interest  in  the  cause  of  high 
schools.  Hence  taking  a  broad  and  temperate  view  of  the  entire  high 
school  situation,  of  their  growth,  of  their  improved  condition  and  of 
the  increased  interest  manifested  toward  them  by  the  public,  the  con- 
clusion is  evident  that  the  blow  struck  at  the  interests  of  secondary  educa- 
tion by  the  Constitutional  Convention  of  1878  and  1879  was  not  as 
serious  as  it  was  IVam/it  would  be,  and  that,  on  the  contrary,  it  had  its 
redeeming  features.  V 

After  the  new  condition  had  been  in  operation  a  few  years  a  new 
feature  of  advanced  instruction  in  the  schools  of  the  State  made  its  ap- 
pearance. There  were  many  districts  and  communities  throughout  the 
State  which  were  unable  to  bear  the  financial  burden  which  a  fully 
equipped  high  school  would  impose.  The  residents  of  these  districts 
saw  the  advantages  which  were  derived  from  the  establishment  of  high 
sclmols.  and  very  naturally  they  desired  to  participate  in  them.  They 
conceived  and  carried  into  execution  a  plan  whereby  they  might  secure 
partial  if  not  tlie  entire  advantages  which  they  would  gain  from  the 
organization  and  support  of  a  high  school  in  their  midst.  This  was 


10 

the  adoption  of  a  course  of  study  supplementary  to  the  well  established 
grammar  grades  and  was  called  the  "grammar  school  course."  The 
branches  taught  included  a  sufficient  amount  of  mathematics,,  science, 
history  and  Knglish  language  to  enable  the  pupils  taking  it  to  cut  cl- 
one of  the  scientific  colleges  or  the  agricultural  college  of  the  University 
of  California.  This  was  claimed  by  its  promoters  to  he  not  a  high  school. 
but  simply  an  extension  of  the  grammar  grade,  and  consequently,  could 
receive  its  quota  of  the  State  school  fund.  Thus  districts  in  which  the 
grammar  school  course  was  taught  were  enabled  to  enjoy  partial  ad- 
'  vantages  which  a  fully  equipped  high  school  would  confer  without  the 
[necessary  local  taxation.  By  an  act  of  the  State  Legislature  in  March. 
1887,  the  State  Controller  was  authorize*  and  directed  to  appropriate 
three  dollars  from  the  State  -school  fund  for  each  pupil  enrolled  in  the 
grammar  school  course  in  the  several  districts  of  the  State.  This  phase 
of  the  general  question  of  State  support  of  high  schools  did  not  remain 
in  operation  for  any  length  of  time.  The  question  as  to  whether  the 
State  'school  fund  or  any  portion  thereof  could  be  legally  used  to  support 
the  so-called  grammar  school  course  was  frequently  discussed  by  the 
public  press  and  in  teachers'  conventions.  The  general  consensus  of 
opinion  finally  was  that  the  payment  of  any  portion  of  the  State  school 
fund  for  its  support  was  a  violation  of  the  State  Constitution,  and  Hie 
legislative  act  recognizing  it  was  repealed  in  1891. 

This  brief  episode  in  the  history  of  secondary  education  in  California 
school  training  beyond  what  the  ordinary  grammar  school  offered,  and 
emphasized  the  fact  that  the  people  were  conscious  of  the  value  of  a 
it  paved  the  way  for  an  amendment  to  the  Constitution. 

The  difficulties  under  which  sparsely  populated  communities  labored 
in  not  being  able  to  support  a  high  school  was  quite  satisfactorily  over- 
come by  an  act  of  the  Legislature  passed  in  1891,  whereby  contiguous 
school  districts  could  unite  their  efforts  and  establish  a  union  high  school. 
As  a  preliminary  to  the  organization  of  such  a  school  a  special  election 
must  be  held  in  the  districts  which  proposed  to  join  in  the  support  of 
a  high  school,  and  if  it  was  shown  by  the  result  of  said  election  that  the 
qualified  voters  of  the  districts  interested  desired  the  school  and  were 
willing  to  be  taxed  for  its  support,  then  it  became  the  duty  of  the  Board 
of  Supervisors  of  the  county  in  which  the  districts  were  located  to  levy  a 
tax  upon  the  property  thereof  in  sufficient  amount  to  defray  the  expenses 
necessary  for  the  support  of  the  school.  As  a  result  of  this  law  quite  a 
number  of  union  high  schools  have  been  organized  and  are  in  successful 
operation.  Their  effect  upon  the  general  educational  sentiment  of  the 
State  cannot  be  overestimated.  Their  influence  in  favor  of  an  educa- 
tion beyond  the  simple  rudiments  is  exerted  in  the  rural  districts,  where 


11 

it  is  particularly  needed;  besides  it  adds  an  attraction  to  the  country 

which  heretofore  was  enjoyed  exclusively  by  Ihe  cities  and  larger  towns. 
The  union  high  school  is  destined  to  exert  a  far-reaching  and  favorable 
influence  upon  I  he  cause  of  secondary  education  in  California. 

Another  fact  must  not  be  overlooked  in  this  connection.     The  intro- 

Iliii-'tion  of  the  union  high  school  system  in  California  brought,  in  a 
ntal  way,  the  question  of  State  support  of  high  schools  to  a  large  num- 
>er  of  people  who  heretofore  had  given  it  but  little  attention.  They 
were  led  to  see  Ihe  incongruity  of  a  State  system  of  schools  which  fos- 
tered the  two  extremes,  but  left  them  without  a  connecting  link.  It  pro- 
vided for  the  support  of  schools  which  prepared  for  admission  to  the 
high  school  and  then  stopped,  refusing  to  render  assistance  in  making 
preparation  for  admission  to  the  State  University,  an  institution  which  it 
liberally  supported.  The  union  high  school  has  passed  the  experimental 
age;  its  adequacy  to  meet  the  wants  of  rural  districts  desiring  to  secure 
tin1  benefits  which  a  high  school  would  confer  has  been  practically  dem- 
onstrated by  a  sucessful  experience  of  twelve  years. 
V  In  the  early  history  of  California  the  term  high  school  was  vague  and 
indefinite.  Having  no  precise  signification,  it  was  frequently  used  when 
the-  course  of  study  failed  to  warrant  it.  Thus  it  very  naturally  came 
to  pass  that  several  schools  in  which,  in  addition  to  the  ordinary  gram- 
mar school  studies,  algebra  and  ancient  history  were  added,  were  called 
by  their  patrons  high  schools.  Neither  custom  nor  decisions  by  com- 
petent school  authorities  had  fixed  a  limit  for  a  grammar  school  except 
in  a  very  general  way.  It  is  true  that  in  several  legislative  enactments 
it  is  stated  that  instruction  must  be  given  in  the  common  English 
branches,  but  prolonged  discussions  in  the  Constitutional  Convention 
of  l<S7'8-?<)  demonstrated  conclusively  that  its  members*  differed  very 
radically  in  their  understanding  of  the  term  "grammar  school." 

The  school  law  was  repeated Iv  re-enacted  durpng  the  life  of  the  first 
Constitution  and  the  original  definition  of  a  grammar  school  was  sub- 
stantially modified.  Subsequent  legislative  action  providing  for  a  State 
Hoard  of  Education,  and  in  defining  its  duties  and  powers,  authorized 
it  to  grade  the  schools  of  the  State  and  to  adopt  a  uniform  series  of 
text  books  for  the  use  of  the  dilVerent  grades.  Section  17  of  an  Act 
passed  by  the  Legislature  in  1855  authorized  district  trustees  to  divide  the 
schools  in  their  respective;  jurisdictions  into  primary,  grammar  and  high 
school  departments.  In  1863  County  Boards  of  Education  were  estab- 
lished, \\ith  authority  to  issue  certificates  of  the  first,  second  and  third 
grades,  which  would  entitle  the  holders  thereof  to  teach  ill  schools  of 
the  grammar,  intermediate  or  unclassified  and  primary  grades,  re- 
spectively. The  Legislature  of  isi;:>  provided  that  "all  schools,  unless 


12 

provided  for  by  special  law,,  shall  be  divided  into  three  grades,  viz. :  First, 
second  and  third."  '  Cities  having  a  Board  of  Education  governed  by 
special  laws  could  grant  certificates  for  teaching  high  schools.  In  an 
act  passed  by  the  Legislature  of  1869-70  the  provisions  of  the"  preced- 
ing act  were  substantially  continued  in  force,  and  from  this  time  on 
to  the  meeting  of  the  Constitutional  Convention  of  1878-79  the  classW 
ficatfon  of  the  schools  was  directed  by  the  State  Board  of  Education,  v 

^During  the  entire  life  of  the  old  Constitution  no  adequate  provision 
was  made  for  the  issuance  of  high  school  certificates.  The  entire  num-- 
ber  of  high  school  teachers  needed  in  the  State  was  so  limited  that 
methods  for  their  certification  occupied  but  little  attention  by  boards 
of  education  or  State  Legislatures.  It  was  the  custom  in  some  of  the 
larger  cities  at  first  to  select  high  school  teachers  from  those  in  the 
grammar  schools  who  had  been  successful  and  efficient.  Then  followed 
a  period  during  which  the  State  Board  of  Education  issued  educational 
diplomas  and  life  diplomas  to  teachers  for  service  in  high  schools.  City 
Boards  of  Education  were  also  authorized  to  issue  high  school  certificates 
upon  a  satisfactory  examination.  But  the  methods  used  for  certificating 
high  school  teachers  were  more  or  less  desultory  and  lacking  in  uni- 
formity until  1895,  when  a  committee  from  the  State  Teachers'  Asso- 
ciation recommended  that  no  one  should  receive  a  high  school  certificate 
who  had  not  had  an  equivalent  of  a  colleg^ education,  and  this  recoin- 
^  niemlation  prevails  at  the  present  time.  \l 

^  rA  movement  was  inaugurated  by  the  University  of  California  in 
1884,  which  was  destined  to  fix  definitely  and  authoritatively  the  cur- 
ricula for  high  schools.  This  was  the  adoption  by  the  faculties  of  the 
university  of  a  plan  by  which  those  pupils  who  had  maintained  an  ex- 
cellent standard  during  their  high  school  course  might  be  admitted  to 
the  State  University  without  examination.  This  is  known  in  California 
as  the  "accrediting  system.7'"  and  as  it  has  been  an  exceedingly  important 
factor  in  the  history  of  secondary  education  in  this  State,  it  may  be 

\       well  to  give,  in  brief,  its  main  provisions. 

First,  no  high  school  could  be  placed  on  the  accredited  list  against 
its  consent;  as  a  prerequisite  it  must  request  the  favor.  This  condition 
having  been  complied  with  the  university  faculties  deputized  some  mem- 
liers  of  its  body  to  visit  the  school  and  determine  by  a  careful  and  thor- 
ough examination  whet  her  its  course  of  study  and  its  methods  of  in- 
struction entitled  it  to  be  placed  on  the  accredited  list.  The  examiners 
embraced  representatives  of  the  departments  of  ancient  languages,  math- 
ematics, history  and  science,  or  as  many  of  these  departments  as  the 
school  desired  to  be  accredited  in,  for  one  feature  of  the  system  is,  that 
it  admits  of  partial  accrediting.  The  time  at  which  these  examiners 


:§ 


13 

made  their  visit  might  or  might  not  be  known  by  the  teachers  of  the 
school:  practically,  it  made  no  difference,  as  no  amount  of  cramming 
Avould  sullicientlv  prepare  the  pupils  for  the  examination.  The  exam- 
iners then  made  a  report  of  their  findings -to  the  faculties  of  the  uni- 
versity, who  decided  whether  the  school  should  be  placed  on  the  accredited 
list.  If  the  decision  was  favorable  the  principal  of  the  school  was  noti- 
fied of  the  fact  and  for  the  next  scholastic  year  those  pupils  of  his,  who 
had  completed  its  prescribed  course  of  study  and  had  received  a  diploma 
certifying  to  that  fact,  were  entitled  to  admission  to  the  State  University 
on  his  recommendation;  without  this  personal  recommendation  the  pupil 
must  undergo  an  examination,  whatever  his  standing  in  the  high  school 
illicit  have  been.  Tins  feature  of  the  accrediting  system  has  been  crit- 
icised because  of  the  power  it  places  in  the  hands  of  the  high  school 
principal,  but  an  experience  of  nearly  twenty  years  has  failed  to  pro- 
duct' a  .single  instance,  as  far  as  my  knowledge  extends,  wherein  this 
power  has  been  abused.  It  is  customary  for  the  principal  to  act  on  the 
recommendation  of  the  heads  of  the  different  departments  of  his  school, 
as  they  are  most  familiar  with  the  attainments  of  the  pupils. 

In  1885  but  three  schools  in  the  State  requested  an  examination  for 
accrediting,  but  the  number  gradually  increased  year  by  year,  but  not 
as  rapidly  as  might  have  been  expected.  One  reason  for  this  probably 
arose  from  the  fact  that  the  aims  and  work  of  the  university  were  not 
gem-rally  understood  by  the  people  of  California.  But  another  move- 
ment by  the  university  authorities  in  the  early  nineties  served  to  remove 
largely  this  impediment  and  to  bring  their  work  directly  before  the 
people.  This  was  the  inauguration  of  a  system  of  university  extension 
lectures  in  the  larger  cities  of  the  State.  Lecture  courses  were  given  free, 
or,  in  some  cases,  for  a  small  consideration.  (See  Appendix  A.)  These 
lecture  courses  were  well  attended  by  the  more  progressive  people  and 
they  served  to  create  a  desire  for  a  broader  culture. 

As  one  reflects  upon  the  general  attitude  of  the  people  of  California 
toward  secondary  and  higher  education  previous  to  the  adoption  of  the 
accrediting  system  and  a  systematized  course  of  university  extension 
lectures  and  of  the  change  which  they  wrought,  he  is  not  only  highly 
gratified,  but  is  amaxed  at  the  result.  Apathy  yielded  to  a  lively  inter- 
est: local  pride  was  stimulated  and  a  general  inquiry  was  aroused  as 
to  the  best  means  i'or  securing  an  entrance  to  the  university.  As  the 
secondary  x-liool  was  the  only  door  through  which  one  could  pass  to 
reach  the  university,  it  will  readily  be  perceived  that  an  awakened  in- 
terest in  the  higher  education  had  a  stimulating  effect  upon  the  pros- 
perity of  the  high  school.  This  new  interest  dales  from  1885,  although 
for  a  few  years  a  change  was  scarcely  perceptible.  The  seed  was  sown 


14 

by  the  adoption  of  the  accrediting  system  and  the  inauguration  of  courses 
of  university  extension  lectures  a  few  years  later,  rendered  it  fruitful^/ 
Beneficial  results  were  seen  not  only  in  the  increased  number  and 
efficiency  of  public  high  schools,  but  of  a  general  awakening  and  im- 
provement of  private  secondary  schools  and  seminaries.  They  found 
it  necessary  to  fall  into  line  in  order  to  hold  their  pupils,  and  as  they 
did  so  they  enjoyed  a  generous  share  of  the  prosperity  which  befell  the 
public  high  schools. 

At  a  meeting  of  the  National  Educational  Association  held  in  1«S!)2 
a  resolution  was  adopted  which  directed  particular  attention  to  secondary 
education  throughout  the  whole  country,  and  California  shared  equally 
with  her  sister  States  in  this  new  awakening.  This  resolution  was  par- 
ticularly directed  toward  an  investigation  of  the  requirements  for  col- 
lege entrance  and  toward  the  possibilities  of  making  them  more  uniform. 
As  a  result  of  this  resolution  ten  of  the  most  prominent  educators  in  the 
United  States  were  appointed  a  committee  to  make  a  careful  study  of 
the  question  and  report  at  a  future  meeting  of  the  Association. 

This  committee  entered  upon  the  work  with  commendable  zeal;  sub- 
committees were  appointed  to  investigate  and  report  to  the  general  com- 
mittee on  particular  subjects;  in  fact,  the  entire  scheme  of  education 
previous  to  entrance  to  college  was  reviewed  and  reported  upon.  The 
friends  'of  elementary  education  became  deeply  interested  in  the  labors 
of  the  committees  because  they  saw  that  their  conclusions  might  have 
an  important  bearing  upon  the  scope  of  their  work. 

So  deeply  interested  did  the  friends  of  education  throughout  the 
whole  country  become  that  at  a  subsequent  meeting  of  the  National  Ed- 
ucational Association  another  committee,  known  as  the  committee  of 
fifteen,  was  appointed  to  continue  the  investigation  already  commenced. 
This  committee  enlisted  in  its  labors  a  large  number  of  educational  ex- 
perts whose  duty  it  was  to  make  a  careful  and  detailed  study  of  those 
subjects  which  pertained  to  their  special  lines  of  work.  The  different 
reports  were  submitted  and  discussed  and  finally  published  in  conven- 
ient form  for  general  distribution.  Both  State  associations  of  teachers 
and  county  institutes  made  these  reports  a  basis  for  -their  deliberations, 
and  thus  the  entire  educational  field  was  exploited,  with  the  important 
result  that  the  scope  of  the  high  school  was  fixed  and  a  general  under- 
standing reached  as  to  what  the  term  secondary  education  really  im- 
plied. This  alone  would  have  been  a  sufficient  recompense  for  the  labors 
of  the  committees,  but  practically  it  was  a  small  portion  only  of  the 
good  which  followed.  A  new  interest  was  taken  in  schools,  particu- 
larly in  the  subjects  to  be  taught  and  the  manner  of  their  presentation. 
All  this  coming  as  it  did,  just  when  California  was  rejoicing  in  an 


15 

educational   renaissance,  gave  a  new  impetus  to  the  mnvcmeni    inaugur- 
ated by  the  accredited  system  and  the  university  extension   lectures. 

^Reference  should  he  made  to  a  clause  in  UK;  new  Constitution  which 
guaranteed  the  admission  of  women  to  all  the  collegiate  departments 
of  the  Stable  I'niversity.  Advantage  was  not  take])  of  this  provision 
immediately,  hut  when  the  full  meaning  of  what  it  implied  and  the 
means  for  preparation  were  multiplied,  it  was  eagerly  accepted  as  both 
a  wise  and  just  recognition  of  the  claims  of  women  to  a  share  in  the 
benefits  which  a  State  institution  afforded.  This,  it  will  be  readily  seen, 
gave  an  additional  impulse  to  the  cause  of  secondary  education  and 
rendered  the  multiplication  of  high  schools  necessary.  The  reaction 
of  this  movement  upon  the  high  schools  themselves  was  particularly 
beneficial,  in  that  young  women,  by  the  assistance  of  a  thorough  peda- 
gogical department  in  the  university,  became  t quipped  to  render  valuable 
service  in  the  high  schools.  «. 

The  following  table  shows  the  increase  in  public-  high  schools  from 
1885  to  1903: 

No.  of  No.  Accredited. 

Year.  Schools.         Public.         Private.         Total. 

1885    12  3  ..  3 

1890    24  11  2  13 

1S95    98  43  14  57 

1900    105  87  23  110 

1902    139  93  2%  115 

1903 143  99  19  118 

In  1902  the  number  of  high  school  teachers  was  six  hundred  and 
six  and  the  total  high  school  enrollment  was  fourteen  thousand  four 
hundred  and  fifty-nine  pupils.  To  instruct  this  number  $1,007. <>  1(5. 3() 
had  to  be  raised  by  the  several  communities  in  which  the  high  schools 
were  located.  Jn  addition  to  this  remarkable  increase  in  the  number 
of  public  high  schools,  private  secondary  schools  and  seminaries  enjoyed 
a  corresponding  share  of  the  general  prosperity.  The  number  of  those 
accredited  rose  from  one  in  1888  to  twenty-two  in  1902.  But  these  fig- 
ures only  partially  represent  the  remarkable  impetus  given  to  the  cause 
of  secondary  education  during  this  golden  period.  There  were  large 
numbers  of  students  proper,  some  young,  some  in  middle  life  and  others 
still  who  had  passed  the  fifty-mile  stone,  who  were  enrolled  as  members 
of  the  University  Ivxtension  Lecture  Courses,  and  by  a  regular  attend- 
ance, supplemented  by  home  study,  obtained  a  fair  insight  into  their 
respective  subjects. 

During  all  this  period  of  prosperity  flu-re  still  lingered  a  feeling 
among  the  friends  of  secondary  education  that  the  high  school  did  not 
occupy  that  position  in  the  State  >\>tems  of  schools  which  its  importance 


16 

demanded.  It  was  not  forgotten  -that  State  funds  were  used  to  support 
elementary  schools  and  the  university,  but  the  connecting  link,  the 
high  school,  was  left  to  he  provided  for  by  local  taxation,  which  was, 
to  say  the  least,  an  uncertain  quantity.  If  there  was  a  loud  cry  for  re- 
trenchment the  high  school  fund  was  usually  the  one  to-be  reduced  to 
the  lowest  possible  limit.  It  could  not  be  expected,  under  these  cir- 
cumstances, that  a  persistent  effort  would  not  he  made  to  place  the  high 
school  where  it  could  be  a  recipient  of  State  bounty.  After  much  dis- 
cussion by  the  school  people  of  the  State  the  Legislature  of  1901  passed. 
a  resolution  by  which  a  proposed  amendment  to  the  Constitution  might 
be  submitted  to  the  electors  of  the  State  for  approval  or  rejection.  This 
proposed  amendment  consisted  of  an  addition  to  Article  IX,  Section  6, 
and  read  as  follows : 

"But  the  Legislature  may  authorize  and  cause  to  he  levied  a  special 
State  school  tax  for  the  support  of  high  schools  and  technical  schools,. 
or  either  of  such  schools,  included  in  the  public  school  system,  and  all 
revenue  derived  from  such  special  tax  shall  be  applied  exclusively  to  the 
support  of  .the  schools  for  which  such  special  tax  shall  be  levied/7 

This  amendment  wa.s  approved  by  a  vote  of  the  people  and  thus  be- 
came a  part  of  the  Constitution.  The  long  sought  for  condition  thus 
became  a  possibility,  and  it  only  needed  the  proper  legislative  action  to 
make  it  a  reality.  The  Legislature  of  1903  amended  the  school  law  by 
the  passage  of  an  act  providing  for  State  support  of  high  schools,  whose 
salient  features  are,  that  until  1906  an  ad  valorem  tax  of  one  and  one- 
half  per  cent  of  the  taxable  property  of  the  State  shall  be  levied  for  the 
support  of  regularly  established  high  schools,  and  after  1906  the  State 
Controller  shall  estimate  the  amount  necessary  to  support  the  high 
schools  of  the  State  and  shall  allow  $15.00  per  pupil  in  average  daily 
attendance;  one-third  to  go  to  high  schools,  irrespective  of  the  number 
of  pupils  and  two-thirds  appropriated  on  average  daily  attendance. 

Sufficient  time  has  not  elapsed  since  this  legislative  act  became  opera- 
tive to  determine  whether  the  plan  therein  fixed  upon  is  the  best  that 
could  be  devised.  It  has  received  considerable  adverse  criticism  by  de- 
voted friends  of  secondary  education.  All  rejoice  in  the  fact,  however, 
ili at  the  high  school  is  a  recognized  part  of  the  State  system  of  schools, 
and  can  constitutionally  receive  State  funds  for  its  support. 

The  intimate  relations  which  necessarily  existed  betweeen  the  State 
University  and  the  high  schools  in  consequence  of  the  influences  already 
recounted,  had  the  effect  of  definitely  fixing  the  status  of  the  high  school 
in  California.  Primary  education  closes  with  a  fair  knowledge  of  arith- 
1  metic,  English  grammar  and  the  use  of  the  English  language,  history 
of  the  United  States  and  the  elementary  principles  of  physiology  and 


17 

hvgiene.  vocal  music  and  drawing.  The  high  school  takes  up  a  new  line 
of  studies,  each  of  which  is  limited  by  university  entrance  requirement. 
According  to  a  recent  university  register,  subjects  arc  specified  in  which 
accrediting  may  be  given.  *  The  smaller  high 

schools  niv  not  able  to  take  up  so  varied  and  extensive  a  range  of  sub- 
jeots  as  this,  but  in  order  to  rank  as  high  schools  they  must,  at  least. 
prepare  their  pupils  in  all  the  subjects  necessary  for  entrance  to  one  of 
the  collets.  The  larger  high  schools,  by  virtue  of  their  number,  both 
of  pupils  and  teachers,  are  enabled  to  offer  for  accre.liting  the  entire 
list  of  subjects  submitted  by  the  university,  by  a  syslem  of  elect  ives, 
which  would  be  Impracticable  in  a  small  school. 

It  will  be  readily  gathered  from  the  above  that  the  State  Fniversitv 
exercises  a  predominating  influence  over  the  high  schools,  both  in  their 
courses  of  study  and  largely  in  the  method  in  which  the  several  subjects 
are  presented,  It  is  quite  naturaPthat  this  condition  should  cause  a 
certain  amount  of  adverse1  criticism.  We  are  told  that  the  high  schools 
should  stand  by  themselves;  should  be  free  to  choose  that  course  of  studv 
and  -the  time1  to  be  devoted  to  each  subject  which  the  patrons  of  each 
school  preferred;  that  the  industrial  conditions  of  the  State  are  so 
\aried  that  high  school  uniformity  must  work  against  the  best  interests 
of  many  localities;  that  the  pupils  of  high  schools  located  in  fruit  grow- 
ing districts  should  be  taught  how  to  plant  and  care  for  trees,  and  ho\v 
to  destroy  fruit  pests;  in  short,  the  school  should  bo  made  practical. 
Other  critics  affirm  that  preparation  for  college  or  university  is  not  the 
best  preparation  for  the  duties  of  life;  that  there  should  be  a  differenti- 
ation of  subjects  into  practical  and  culture  studies.  Discussions  on  these 
and  kindred  topics  have  occupied  the  public  press  and  have  been  fruit- 
ful sources  for  papers  read  at  teachers'  conventions.  Several  of  the 
most  prominent  writers  for  our  educational  journals  have  presented 
arguments  both  pro  and  con,  so  that  high  school  men  in  California  are 
quite  familiar  with  what  has  been  said  upon  this  important  subject. 

Hut  in  spile  of  all  that  has  been  said  and  written,  the  work  of  central- 
i/ation  moves  steadily  on.  The  university  decides  what  the  work  of 
the  high  school  shall  be  and  through  the  high  school  exerts  an  influence 
upon  primary  education.  To  enter  upon  a  discussion  as  to  whether  this 
is  the  wisest  arrangement  or  not  is  not  pertinent  to  the  purpose  of  this 
paper.  I  simply  refer  to  this  question  as  having  had  its  influence  upon 
the  development  of  secondary  education  in  this  State,  and  also  as  being 
an  unsettled  question. 

The  development  of  secondary  education  in  California  was  substan- 
tially along  the  same  lines  as  those  pursued  in  the  older  States.  The 
courses  of  study  and  the  methods  of  teaching  did  not  differ  materially 


18 

from  those  adopted  bv  the  high  schools  of  Massachusetts  or  Michigan, 
still  it  may  be  interesting  to  note  particularly  the  changes  which  oc- 
curred in  the  presi  nt  at  ion  of  some  of  the  subjects.  In  the  earlier  davs 
the  courses  of  study  embraced  mathematics  (algebra  and  geometry),  the 
ancient  and  modern  languages,  science  and  English  literature. 

Probably  the  fewest  changes  in  methods  of  presentation  by  the 
teacher  have  been  made  in  the  languages,  both  ancient  and  modern. 
There  has  been  a  decided  improvement  in  text  books,  but  nothing  can 
take  the  place  of  that  accurate  memorizing  so  absolutely  necessary  in 
gaining  the  rudiments  of  a  foreign  language.  The  teacher  of  mathe- 
matics, however,  has  materially  improved  upon  the  methods  pursued  by 
his  predecessors.  The  principal  advantage  to  he  gained  by  the  prosecu- 
tion of  this  study  is  the  unfolding  of  the  reasoning  faculties,  and  if  it 
is  made  largely  a  memoriter  exercise,  as  it  was  in  the  olden  time,  the 
greatest  good  is  not  realized.  This  remark  applies  particularly  to  the 
study  of  theorems  in  geometry.  Teachers  of  mathematics  in  California 
high  schools,  at  the  present  time,  give  particular  attention  to  original 
demonstrations.  A  single  step  in  reasoning  at  firs4  gives  strength  and 
encouragement  for  others  which  follow,  so  that  in  time  the  pupil  be- 
comes able  to  give  a  complete  original  demonstration  for  a  geometrical 
theorem.  J>\  this  training,  as  he  meets  with  the  diHicult  problems  which 
arise  in  his  life  work  he  is  enabled  to  fortify  his  judgments  by  realizing 
that  thcv  were  reached  by  rational  processes. 

In  none  of  the  high  school  studies  have  greater  changes  taken  place 
in  methods  than  in  the  entire  range  of  the  natural  sciences.  Up  to  the 
present  time  there  have  been  three  stages  of  development.  At  first  the 
science  was  learned  exclusively  from  a  book.  It  is  true  there  were  some 
illustrations  of  experiments  to  aid  the  comprehension  of  the  pupil,  but 
the  experiments  themselves  were  few  and  far  between.  Whatever  knowl- 
edge the  pupil  obtained  was  at  the  expense  of  the  power  of  the  imagina- 
tion, hence  this  may  be  called  the  imagination-developing  period.  This, 
however,  gave  wav  in  time  to  a  decided  improvement  in  science  teaching, 
for  the  pupil,  instead  of  studying  illustrations,  was  required  to  observe 
carefully  what  the  teacher  did  when  he  mixed  the  chemicals  and  manip- 
ulated the  air-pump  and  the  electrical  machine.  This  was  the  observa- 
tion period.  From  seeing  the  teacher  perform  the  experiments  to  the 
next  step,  in  which  the  pupils  themselves  made  the  experiments  and 
took  down  in  their  note  books  whatever  changes  they  observed,  was  a 
natural  transition,  and  it  brings  us  to  »tho  experiment-making  period. 
This  change  involved  a  complete  revolution  in  the  equipment  for  science 
teaching  in.  the  high  schools,  for  there  must  be  a  complete  laboratory 
sufficiently  extensive  to  accommodate  all  the  pupils  of  the  school.  The 


19 

chemical  laboratory  must  be  provided  with  reagents,  tables,  sinks,  run- 
ning water,  gas  and  numlx  rless  other  com eii'n nc:  s  which  would  he  re- 
quired for  performing  [he  experiment.-  in  a  course  in  clu-Miislry  suf- 
ficiently comprehensive  for  entrance  to  the  university.  Anotlier  labor. i- 
torv  ('(jujillv  ehilioratc.  hut  enlirelv  dilTercnt  in  the  apparatus  used,  mus! 
he  provided  for  .-indents  in  physics  and  s>till  another  with  its  microscopes 
for  classes  in  biology.  The  adoption  of  the  laboratory  methods  in  Cal- 
ifornia for  teaching  the  natural  sciences  was  largely  due  to  the  influence 
of  the  university.  The  change  involved  a  large  expense,  hut  the  ad- 
vantages it  possesses  over  the  old  methods  arc  so  apparent  that  fairly 
well  equipped  laboratorit  s  are  found  in  nearly  all  the  high  schools  of 
the  State. 

The  fourth  suhject  emhraced  in  the  high  school  curriculum  was 
formerly  denominated  Einglish  literature,  but  in  university  and  high 
school  schedules  of  the  present  day.  it  is  known  by  the  comprehensive 
term  of  English.  It  is  within  the  memory  of  many  who  may  read  this 
paper  that  during  their  preparatory  course  for  college  they  studied 
Kngli.sh  literature,  at  least  that  was  the  name  given  to  the  subject,  but 
in  reality  they  gave  little  or  no  attention  to  literature  per  sc,  but  to  the 
biographies  of  authors,  together  with  the  titles  of  their  works.  In  187G 
the  Oakland  High  School  inaugurated  a  change  whereby  the  produc- 
tions of  standard  authors  should  be  studied  rather  than  their  biogra- 
phies. "The  Lady  of  the  Lake"  and  the  "Merchant  of  Venice"  were 
objects  of  discussion  instead  of  the  lives  of  Sir  Walter  Scott  and 
Shakespeare.  To  the  best  of  my  knowledge  this  was  .the  beginning  of 
a  movement  which  in  a  few  years  produced  a'complete  revolution  in  the 
study  of  Knglish  literature,  not  only  in  California,  but  throughout  tnr- 
whole  country.  Henceforth  the  studv  was  scheduled  as  Knglish  by  high 
schools  and  universities. 

About  this  time  a  new  professor  came  to  the  I'nivcrsity  of  Califor- 
nia as  head  of  the  department  of  Knglish  Literature,  who  by  h:s 'labors 
with  his  own  classes  and  bv  calling  together  principals  and  teachers  of 
high  schoeols  for  discussion,  the  new  movement  was  not  only  approved; 
but  in  a  brief  time  it  was  adopted  by  most  of  the  high  schools  of  the 
State.  At  the  present  time  English  occupies  a  prominent  position  in 
the  course  of  study  of  all  s  condary  schools.  This  change  is  also  largely 
responsible  for  the  elimination  of  formal  rhetoric  from  secondary 
schools.  Attempting  to  understand  the  principles  of  the  style  of  a  given 
literarv  production  without  a  comprehensive  view  of  several  authors 
works  is  on  a  par  with  gaining  a  knowledge  of  the  currents  of  the  ocean 
by  studying  a  bucket  of  water. 

In  view   of  the  changes  elTected    in   the   methods   of   teaching  in  the 


20 

secondary  schools  of  the  State  dur''ig  the  last  quarter  of  a  century  and 
in  the  additional  fact  that  the  schools  ;ire  taught  hv  a  hodv  of  teachers 
unsurpassed  for  intelligence  and  for  devotion  to  their  profession,  Cal- 
ifornia is  ready  to  have  her  secondary  schools  compared  with  these  of 
anv  Stale  in  the  Union.  The  discouragements  and  adversities  of  early 
years  did  not  dishearten  the  friends  of  secondary  education  in  the  cause 
to  which  they  were  so  thoroughly  devoted,  hut.  rather,  they  were  fired 
with  a  renewed  /eal,  confident  that  in  time  their  elTorts  would  he  re- 
warded. They  fully  realize  also  that  constant  change  is  hoth  a  condi- 
tion and  evidence  of  life;  that  without  change  there  must  conic  stagna- 
tion arid  death.  The)'  also  recognize  the  fact  that  the  solution  of 
past  problems  only  reveals  new  ones  for  the  future.  Perfection  is  still 
a  dream  unfulfilled. 

In  the  general  strife  to  make  each  of  the  divisions  of  the  State  sys- 
tem of  schools  complete  there  is  clanger  in  giving  too  much  attention 
to  the  perfection  of  the  grade  and  too  little  to  the  interests  of  those  for 
whom  the  grades  are  organized.  As  at  present  constituted  the  ele- 
mentary schools  require  eight  years,  four  years  for  the  primary  and  four 
years  for  the  grammar  department,  the  high  schools  four  years,  the 
university  four  years  and  the  professional  schoool  four  years,  so  that,  if 
a  pupil  enters  the  primary  school  at  the  age  of  six.  the  legal  school  age 
in  California,  and  continues  in  regular  course  through  the  succeeding 
departments,  he  will  have  reached  the  age  of  twenty-six  years  before  he 
is  ready  to  commence  his  professional  work.  This  time  may  be  reduced 
one  year  for  those  who  expect  to  engage  in  medical  practice  by  taking  a 
prescribed  course  in  the  university.  All  will  agree  that  there  must  be 
something  radically  wrong  in  a  system  which  require?  so  many  of  the 
best  years  of  one's  life  to  get  ready.  This  problem  is  -too  important  to 
be  thrust  aside;  it  touches  life  on  too  many  sides;  besides  the  educational 
phase,  there  is  the  commmercial,  and.  more  than  -all  others  combined,  the 
social  aspect;  for  any  influence  that  has  a  tendency  to  loosen* the  bonds 
which  hold  society  together  in  organi/ed  families  should  receive  the 
strongest  disapprobation.  Then-  must  be  an  earlier  differentiation  of 
studies,  the  work  of  the  student  must  be  more  intensive,  he  must  sooner 
decide  his  life  work  and  expend  his  efforts  directly  toward  that  goal.  It 
may  be  said  that  such  a  course  will  make  him  narrow  minded,  but  this 
objection  will  have  little  weight  at  the  present  day,  when  one's  general 
reading  covers  broad  grounds.  President  Harper  says:  "The  high 
school  is  no  longer  a  school,  preparatory  for  college.  In  its  most  fully 
developed  form  it  covers  at  least  one-half  the  ground  of  the  college  fifty 
years  ago.  It  is  a  real  college;  at  all  events,  it  provides  the  earlier  part 
of  a  college  course."  But  will  the  college  grant  diplomas  in  two  years 


21 

to  those  students  who  have  taken  a  full  four-year  course  in  the  high 
school?  Or  will  the  hi^h  school  reduce  its  requirements  so  that  one 
or  two  years  may  he  saved?  These  are  vital  questions  for  both  collets 
am!  hi»-li  schools.  The  character  of  the  future  lii^h  school  as  well  as 
the  scope  of  secondary  education  are  prohleins  requiring  a  wider  experi- 
ence for  their  solution  than  we  now  possess. 


22 

APPENDIX  A, 

Extension  Courses* 

J891-92. 

With  a  view  to  the  extension  of  the  advantages  of  the  University  to 
teachers  and  other  persons  whose  engagements  will  not  permit  them  to  go  to 
Berkeley,  courses  of  instruction  will  be  offered  during  the  year  1891-92  in 
San  Francisco.  It  may  be  expected  that  other  Courses  will  be  added  in  sub- 
sequent years. 

Persons  who  offer  to  do  systematic  work  in  the  Extension  Courses,  and  to 
take  examinations  in  them  will  be  enrolled  as  Attendants  upon  Extension 
Courses.  Attendants  who  pass  satisfactory  examinations  will  be  entitled  to 
receive,  from  the  University,  Certificates  of  Record  of  the  work  done,  which 
may  be  accredited  to  them,  upon  their  scholarship  records,  if  they  subse- 
quently become  students  of  the  University. 

Visitors  may  be  admitted  to  Extension  Courses  at  the  discretion  of  the 
professors  in  charge. 

Persons  desiring  to  enroll  themselves  for  these  Courses  are  requested  to 
communicate  either  with  the  professors  in  charge,  or  with  the  Recorder. 

During  1891-92,  Extension  Courses  will  be  offered  in  San  Francisco  as 
follows  : 

PHILOSOPHY 

The  Essential  Problems  of  Philosophy  and  the  Course  of  its 
History  from  Descartes  through  Kant.  A  Course  of  about  twenty  lec- 
tures. Once  or  twice  a  week,  at  times  to  be  determined.  Professor  HOWISON. 

HISTORY  AND  POLITICAL  SCIENCE 

The  Transition  from  the  Renaissance  to  the  Reformation.     A 

Course  of  lectures  once  a  week  during  the  first  term.  First  Unitarian  Church, 
corner  Franklin  and  Geary  Streets,  Monday  evenings,  at  eight  o'clock.  Asso- 
ciate Professor  BACON. 

Another  Course  on  some  suitable  topic  in  history  or  political  science  may 
be  given  during  the  second  term  by  some  other  member  of  the  Department. 

ENGLISH 

A.  Shakepeare's  Tragedies  :     Julius  Caesar,  Richard  III.,  Hamlet, 
Othello,  Macbeth,  King   Lear,  and   Coriolanus.      Fifteen    lectures,  accom- 
panied by  class  essays  and  discussions,  during  the  first  term.     Academy  of 
Sciences,  Friday  afternoons,  3:45-5:45. 

Open  to  all  adults  qualified  to  perform  the  work  of  the  Course.  Visitors 
are  admitted.  Professor  GAYLEY. 

B.  History  of  the  English  Language.     Two  hours  a  week  during 
the  second  term.     Assistant  Professor  LANGE. 

Or. Historical  and  Comparative  English  Grammar.  One  hour  a 
week  of  lecture,  followed  by  one  hour  of  conference  and  discussion,  during 
the  second  term.  Associate  Professor  BRADLEY. 

MATHEMATICS 

Propaedeutic  to  the  Higher  Analysis.  A  knowledge  of  elementary 
geometry,  trigonometry,  and  analytic  geometry  is  prerequisite  for  the  Course. 
Girls'  High  School  building.  Golden  Gate  Avenue,  Saturday  mornings,  at 
10:30.  The  Course  will  continue  through  most  of  the  school  year.  Professor 
STKIXGHAM. 


23 


APPENDIX  B. 


State  High  School  Fund* 


County. 

Name  of  School. 

IAve'ge  Daily 
Attendance*. 

Apportion- 
ment on  '  :i 
Basis. 

Apportion- 
ment on 
Attendance. 

o 

al« 

g^g  f 

ALAMKPA  
BUTTE 

Alanieda  
Berkeley  
Oakland  
Oakland  Polytechnic    . 
Union  No.  1  »,,... 
Union  No.  2 

325 
508 
836 
263 
44 
56 
64 

46 
14 

48 

47 
36 

.$382   50 

382  50 
382  50 
382  50 
382  50 
382  50 
382  50 

382  50 
382  50 
382  50 

382  50 
382  50 

.$2,564  25 
4,008  12 
6,596  04 
2,075  07 
347  16 
441  84 
504  96 

'  362  94 
110  46 

378  72 

370  83 

284  04 

$2,946  75 
4,390  62 
6,978  54 

2,457  57 
729  65 
824  34 
887  46 

Union  No.  3  
Total  
Chico 

$19,214  94 

745  44 
402  96 
771  22 

COLUSA  

Gridlev    

Oroville  
Total 

$1,999  62 

753  33 
666  54 

Colusa  
Pierce  Joint  Union  .  .  . 

Total 

CONTRA  COSTA  . 

DEL  NOHTE  
FRESNO  

$1,419  87 

611  31 
737  55 
(511   31 
556  08 

Alhamhra  Union  
Mount  Diablo  Union  .  . 
John  Swett  Union.  .  .  . 
Liberty  Union 

29 
45 
29 
22 

382  50 
382  50 
382  50 
382  50 

228  81 
355  05 
228  81 
173  58 

Total  ... 

$2,516  25 
548  19 
$548  19 

524  52 

587  64 
674  43 
2,481  24 
713  88 
1,084  71 
800  67 

Del  Norte  County  .... 
Total  

21 

382  50 

165  69 

Alta  Joint 

18 
26 
37 
266 
42 
89 
53 

382  50 
382  50 
382  50 
382  50 
382  50 
382  50 
382  50 

142  02 
205  14 
291  93 

2,098  74 
331  38 
702  21 
418  17 

Clovis  Union  
Fowler  Union  
Fresno  
Sander  Union 

Sclnia.  Union    
Washington  Union  .  . 

Total 

$6,867  09 

County. 

£$ 

Name  of  School.               v'®  I 
*J 

,*< 

P  .-  \ 

o  ^ 

'•£5  . 

8.0-3  ' 
ftgS 

•<  c« 

c    '                a 
2c2               .2 

t:°"5            ^  . 

o  *»  fi                -->  o*^ 
afii;                  *ftC 
p,o>£                 oO,^ 

•«S^             H«S£ 

GLENN  

Glenn  County  
Orland  Joint  Union 

Total  

29 
17 

30 
90 

$382  50 
382  50 

$228  81 
134  13 

1 

$611  31 
516  63 

HUMBOLDT  

INTO  
KERN  
KINGS  

$1,127  94 

619  20 
1,092  60 

Arcata  Union  

382  50 

382  50 

236  70 
710  10 

Eureka  

Total 

$1?711  80 
563  97 

Bishop 

23 
148 

382  50 

181  47 

Total  
Kern  County  
Total 

$563  97 
1,550  22 
$1,550  22 

1,281  96 
540  30 

382  50 

1,167  72 

Hanford  Union  
Lemoore  

Total   

114 

20 

382  50 
382  50 

899  46 
157  80 

L  VKE 

$1,S22  26 
753  33 
$753  33 

611  31 
650  76 
824  34 
634  98 
540  30 
650  76 
848  01 
4,800  90 
1,210  95 
777  00 
611  31 
2,654  82 
1,250  40 
579  75 
650  76 
729  66 

Clear  Lake  Union  .... 

47 

382  50 

370  83 

LOS  ANGELES... 
MADERA  

Total 

Alhanibra  
Citrns  Union  
Coinpton  Union 

29 
34 
56 
32 
20 
34 
59 
560 
105 
50 
29 
288 
110 
25 
34 
44 

382  50 
382  50 
382  50 
382  50 
382  50 
382  60 
382  50 
382  50 
382  50 
382  50 
382  50 
382  50 
382  50 
382  50 
382  50 
382  50 

228  81 
268  26 
441  84 
252  48 
157  80 
268  26 
465  51 
4,418  40 
828  45 
394  50 
228  81 
2,272  32 
867  90 
197  25 
268  26 
347  16 

Covina     .  .          . 

El  Monte  Union  
Glendale  Union  

Long  Beach  
Los  Angeles.  .              .  . 

Los  Angeles  (Commercial) 
Los  NietosValley  Union 
Monrovia     

Pasadena  City  
Pomona  City 

San  Fernando  Union  .  . 
Santa  Monica  City.  .  .  . 
Whittier 

Total 

$18,026  01 
690  21 

Madera  

39 

382  50 

307  71 

Total.. 

$690  21 

25 


County. 

Name  of  School. 

Ave'ge  Daily 
Attendance. 

Apportion- 
ment on  ]  ., 
Basis. 

rj         w 
»        C 

"£0*0 

z  +*  G 

Z-  ~  i> 

ft££ 
*sB< 

g 
ti  . 

*o,e 

Hi 

M  \\{\  N 

San   Rafael    .           ... 

70 

$382  50 

$552  30 

$934  80 

MKNDOCINO   .... 
MERCED 

Total  

$934  80 

r>r>9  r>3 

729  66 
1,013  70 

Fort  Bragg  Union  .... 
Mendorino    

27 
44 
80 

382  50 
382  50 
382  50 

213  03 
347  16 
631  20 

Ukiah 

Total.  .  . 

$2,338  89 

1,061  04 
579  75 

Me  reed 

86 
25 

382  50 
382  50 

382  50 
382  50 

678  54 
197  25 

370  83 
836  34 

MONTEREY     . 

West  Side  Union  
Total    r  

$1,640  79 

753  33 
1,218  84 

$1,972  17 

974  25 

658  65 

Pacific  Grove  
Salinas  

47 
106 

NAP  1 

Total    

Napa 

75 
35 

382  50 

382  50 

591  75 
276  15 

NEVADA 

St.  Helena  Union  
Total  

$1,632  90 

879  57 
627  09 
942  69 

Grass  Valley 

63 
31 
71 

382  50 
382  50 
382  50 

497  07 
244  59 
560  19 

ORANGE  
PLACER  

Meadow  Lake  Union  .  . 
Nevada  City   

Total  

$2,449  35 

871  68 
863  79 
2,552  25 

Anaheim  

62 
61 

275 

68 

382  50 
382  50 

382  50 

382  50 

489  18 
481  29 
2,169  75 

536  52 

Fullcrton  Union  
Santa  Ana  City  

Total 

$4,287  72 
919  02 

Placer  County  
Total  

RIVERSIDE  

$919  02 

595  53 
650  76 
485  07 
587  64 
492  96 
2,370  78 
540  30 

Banning    

27 
34 
13 
26 
14 
252 
20 

382  50 
382  50 
382  50 
382  50 
382  50 
382  50 
382  50 

213  03 

268  26 
102  57 
205  14 
110  46 
1,988  28 
157  80 

Corona  

Elsinore  

Ik-met  Union  
Perris  Union 

Riverside  

San  .lacinto  

rrv,±.,  i 

4!K  7OQ    i\A 

26 


County. 

Name  of  School. 

Ave'ge  Daily 
Attendance. 

Apportion- 
ment on  '  ., 
Basis. 

Apportion- 
ment Oil 
Attendance. 

| 

«S  |S 

IS* 

SACRAMENTO    . 

Elk  Grove   

•)•) 

$382  50 

$173   58 

$556  08 

Sacramento    

303 

382  50 

2,390  67 

2,773  17 

Total 

$3,329  25 

SAN  BEN1TO  

Hollister                 ...    . 

41 

382  50 

323  49 

705  99 

Total 

$705  99 

SANBERNARDI'O 

Chino  

10 

282  50 

78  90 

462  40 

Colton 

Sfi 

382  50 

284  04 

666  54 

Needles  (first  year)   .  .  . 
Ontario   
Redlands  
San  Bernardino      ...    . 

9 

88 
220 
172 

382  50 
352  50 
382  50 
382  50 

71  01 

694  32 
1,735  80 
1,357  08 

453  51 

1,076  82 
2,118  38 
1,739  58 

Total        

$6,516  15 

SAX  DIEGO  

Cuyarnaca               
El  'Cajon  Valley  .... 
Escondido  
Fall  brook           
National  City     ... 
Rainona  
San  Diego     .  .        .... 

14 

20 
74 

27 
26 
13 
300 

382  50 
382  50 
382  50 
382  50 
382  50 
382  50 
382  50 

110  46 
157  80 
583  86 
213  03 
205  14 
94  68 
2,367  00 

402  96 
540  30 
966  36 
595  53 

587  64 
477  18 
2,749  50 

Total 

$6,409  47 

SAN  FRANCISCO  . 

Girls             

5-?7 

382  50 

4,158  03 

4,540  53 

Humboldt  

509 

382  50 

4,016  01 

4,398  51 

Lowell  
M  ission 

604 
•>79 

382  50 
382  50 

4,765  56 
2,201  31 

5,148  06 
2,583  81 

Polytechnic  

239 

382  50 

1,885  71 

2,268  21 

Total 

$18,939  12 

SAN   JOAQUIN.. 

Lodi  
Stockton  

Total 

60 
253 

382  50 
382  50 

473  40 
1,996  17 

855  90 

2,378  67 

$3,234  57 

SAN  LUIS  OBI  Sl'O 

Arroyo  Grande 

•?o 

382  50 

157  80 

540  30 

Paso  Robles 

54 

382  50 

426  06 

808  56 

San  Luis  Obispo  .    ... 

54 

382  50 

426  06 

808  56 

SAN    MATKO  

Total    

San  Mateo  Union 
Sequoia  Union   

Total    . 

24 

87 

382  50 
382  50 

189  36 
686  43 

$2,157  42 

571  86 
1,068  93 

$1,640  79 

27 


County. 

Name  of  School 

Ave'ge  Daily 
Attendance. 

Apportion- 
ment on  !., 
Basis. 

Apportion- 
ment on 
Attendance. 

i 

3  as 
g£a 

S\\T  \  P>  \KBAKA 

Lompoc 

51 

$382  50 

$402  39 

$784  89 

Santa  Barbara    
Santa  Maria 

153 
71 

382  50 

382  50 

1,207  17 
560  19 

1,589  67 
949  gf) 

Santa  Vnez  ValJey    .  . 

14 

382  50 

110  46 

492  96 

Total    

$3  810  21 

SANTA  CLAK  \ 

Campbell 

45 

382  50 

355  05 

737  55 

Gilroy 

54 

382  50 

496  06 

808  56 

Los  Gatos     
Mountian  View  
Palo  Atlo  
San  Jose  

58 
22 
101 

48? 

382  50 
382  50 

382  50 
382  50 

457  62 
173  58 
796  89 

3,802  98 

840  12 
556  08 
1,179  39 
4,185  48 

Santa  Clara    ...    ^.  . 

117 

382  50 

923  13 

1,305  63 

SANTA  CRUZ.  .  .  . 

Total    

Santa  Crux  
Watsonville  

138 
90 

382  50 
382  50 

1,088  82 
710  10 

$9,612  81 

1,471  3? 
1,092  60 

SHASTA  

Total    
Shasta  County  

85 

782  50 

670  (>5 

$2,563  92 
1,053  15 

SISKIYOU  

Total    
Etna  Union 

31 

382  50 

244  59 

$1,053  15 
627  09 

Siskivon  County  

51 

382  50 

402  39 

784  89 

Total    , 

$1,411  98 

SO  LANG  . 

A.rniiio  Union 

46 

382  50 

^fi^  <U 

745  44 

Benicia 

S7 

382  50 

291  93 

674  43 

Dixon  Union  
Vacaville 

29 

86 

382  50 
382  50 

228  81 
678  54 

611  31 
1  061  04 

Vallejo  

59 

382  50 

465  51 

848  01 

Total    

$3  940  23 

SONOMA   

Cloverdale  

11 

382  50 

86  79 

469  29 

Healdsburg    .    .    . 

63 

382  50 

497  07 

879  57 

Petaluma  

7-? 

382  50 

568  Oft 

950  58 

Santa  Rosa  
Sonoma  Valley  

136 
34 

382  50 
382  50 

1,073  04 

268  26 

1,455  54 
650  76 

Total    .  .  . 

$440a  74 

STANISLAUS  .... 

Mndrstn  

(  )ak(lalc 

62 
37 

382  50 
382  50 

489  18 
*>91  93 

871  68 
671    13 

Total    . 

$1.546  11 

28 


County. 

Name  of  School. 

Ave'ge  Daily 
Attendance. 

a  _~ 
o  "  • 

"£  3 

5-g.s 

ESS 

<  HPQ 

Apportion- 
ment Oil 
Attendance. 

0 

3E.0 
«! 

SUTTER  
TEHAMA  
TULARE 

Sutter  City  

30 

,$382  50 

$236  70 

$619  20 

Total 

$619  20 
942  69 

Red  'Bluff  

71 

382  50 

560  19 

Total    

$942  69 

603  42 

887  46 
1,345  08 
1,408  20 

Dinuba  
Porterville    

28 
64 
12-2 
130 

382  50 
382  50 
382  50 
382  50 

220  92 
504  96 
962  58 
1,025  70 

VENTURA...!  .. 
YOLO  

Tulare  .    . 
Visalia 

Total    

$4,244  16 

642  87 
1,029  48 
1,431  87 

$3,104  22 

469  29 
516  63 
974  25 

Oxnard  

33 
82 
133 

382  50 
382  50 
382  50 

260  37 
646  98 
1,049  37 

Santa  Paula    
Ventnra  

Total    

Esparto   .          ..... 
Winters  Joint 

11 
17 

75 

382  50 
382  50 
382  50 

86  79 
134  13 

591  75 

YUBA  

Woodland 

Total    

$1,960  17 
1,195  17 
$1,195  17 

Marysville     

103 

382  50 

812  67 

Total    . 

Total  number  of  High  Schools  entitled  to  receive  State  aid  June 

30,  1903 143 

Total  average  daily  attendance  in  such  schools 13,860 

Rate  per  school  on  the  one-third  basis   $      382   50 

Rate  per  child  on  average  daily  attendance 7  89 

Amount  apportioned  on  one-third  basis     54,697  50 

Amount  apportioned  on  average  daily  attendance 109,355  40 

Amount  remaining  unapportioiied    40  48 


THIS  BOOK  IS  DUE  ON  THE 
STAMPED  BELOW 


AN  INITIAL 


DATE 


